Thinking Through Results for All Children

1. Thinking Through Results for All Children

2. The Needs Outcomes for Children and Families Data and Data-based Decision Making Stakeholder Involvement/Collaboration SPP/APR General Supervision Results Driven Accountability

3. NCRRC Response Stakeholder Input Identification of Purpose and Audience Product Development Thinking Through Improvement (IT Kit) Thinking Through Collaboration (TTC)

5. Development Process • Responded to need identified by North Central Regional Resource Center (NCRRC) states • Drafted content outlines and concept paper • Convened multidisciplinary Reviewer’s Group that consisted of NCRRC state and local partners • Compiled extensive feedback and restructured the design of the materials • Solicited ongoing feedback from pilot sites and OSEP staff

6. Important Ideas • Thinking Through Improvement provides tools and strategies to guide improvement efforts. • The Thinking Through Improvement process can be used by state and local agencies to address both the State Performance Plan (SPP) and other areas identified for improvement. • Addressing areas for improvement will provide better services, leading to improved results for children with disabilities and their families.

7. Content Overview • Thinking About Connections • Understanding the Federal-State-Local Connection • Meeting the Responsibilities of IDEA 2004 and ESEA • Thinking About Data • Defining Data • Addressing Data Quality • Finding Meaning in Your Data • Thinking About Results • PIER Process

8. Part One Thinking About Connections

9. Important Ideas for Part One Participants will — Understand federal, state, and local educational accountability Identify characteristics and responsibilities of an Improvement Team (IT Team) Identify the components of an Improvement Plan (IT Plan)

10. Part Two Thinking About Data

11. Important Ideas for Part Two Participants will — Understand that information gathered from data guides improvement efforts Understand that quality data are essential for identifying system wide strengths and weaknesses Acquire techniques needed to complete a thorough review of data to assist in determining areas for improvement

12. Part Three Thinking About Results

13. Important Ideas for Part Three Participants will – Understand how to utilize the PIER Process to address areas identified for improvement Learn how to prioritize areas for improvement Be able to identify improvement activities to address areas of need Understand how to evaluate the implementation and impact of improvement efforts Learn how to report results of improvement efforts

14. The PIER Process

15. Guiding Questions Do you trust your data? What do others have to say regarding priorities for improvement? What has been the pattern in the past? What might be some extenuating circumstances? What resources are available for improvement? What constitutes a realistic timeframe for improvement? What is reasonable improvement?

16. So far. . . Provided training in more than 27 States Provided training to State and Local-level Part B and Part C staff Provided training to OSEP staff Plans for Updating

18. Development Process • Responded to need identified by the North Central Regional Resource Center • Interviewed variety of educators • Convened multi-disciplinary Reviewers’ Group • Created Thinking Through Collaboration as the second product in the Thinking Through Series

19. Introduction − Initial Thoughts • If all educators, individually and together in groups or teams, use disciplined skills in communication, cooperation, coordination, and collaboration and the G-DIER decision-making process to address each educational need of every child, then educator practice is empowered and student performance will increase

20. Introduction − Initial Thoughts • Thinking Through Collaboration provides a guide for educators to ensure the educational success for each and every infant, toddler, child, and youth from pre-primary through age 21 (P-21) or through the completion of a high school diploma, whichever comes first

21. Part One Content Overview • Thinking About Success • Educational Policy and History • The General Education-Special Education Connection • Educator and School Effectiveness

22. Part Two Content Overview • Thinking About the 4 Cs • The 4 Cs • How to Communicate Effectively • How to Cooperate Effectively • How to Coordinate Effectively • How to Collaborate Effectively

23. Part Three Content Overview • Thinking About G-DIER • The G-DIER Process • The G-DIER Process Under IDEA • Individual Learning Goal • Data Availability, Analysis, Quality, and Interpretation • Instructional Strategies, Targeted Interventions, and Services • Evaluating Child Progress • Results and Reporting

24. Part Four Content Overview • Thinking About Program Improvement • The G-DIER Process for Program Improvement

25. Theory of Action “If all educators, individually and together in groups or teams, use disciplined skills in communication, cooperation, coordination, and collaboration in conjunction with the G-DIER decision-making process to address each educational need of every child, then educator practice is empowered and student performance will increase.”

26. Making Connections

27. Overlapping Connections • For children with disabilities: • Assessment options • Highly qualified teachers • Adequate yearly progress (AYP) • IEP team requirements for regular education teachers: • Child’s IEP: • Participate and accommodations in state-wide/district-wide assessments • How disability affects progress in general education • Services provided in LRE • Coordinated early intervening services: who need academic and behavioral support to succeed in general education • Highly qualified teachers Overlapping ESEA/IDEA Connections

28. Roles and Connections General Education Teacher provides universal instruction Title I Paraprofessionalsprovide targeted tutoring & support Title III ELL Teachersprovide targeted multicultural & adaptive technologies Specialistsprovide expertise & support

29. Roles and Connections Special Education Teacherprovides specifically designed instruction Related Servicesto benefit from specially designed instruction Special Education Paraprofessionals & Aidessupport instructional activities

30. Specialistsprovide expertise & support Related Servicesto benefit from specially designed instruction Roles and Connections Special Education Teacherprovides specifically designed instruction General Education Teacher provides universal instruction Special Education Paraprofessionals & Aidessupport instructional activities Title I Paraprofessionalsprovide targeted tutoring & support Title III ELL Teachersprovide targeted multicultural & adaptive technologies 4 Cs through:IEP development & implementation 4 Cs through:IEP development & implementation 4 Cs through:Consultation Consultation re: Core content subjects, student progress monitoring, & differentiated instruction 4 Cs through: Related services staff directing the work of related services aides 4 Cs through:General ed teachers directing the work of Title I paras 4 Cs through: Special ed teachers directing the work of special ed paras 4 Cs through:Consultation

31. Resource Allocations “ We want to encourage schools and districts to rethink how teachers do their jobs—how they collaborate, how they use their time outside the classroom, and how they shape professional development programs. When adults have time to collaborate and solve school problems they are going to be more productive and they will get better results for our kids. Teachers need to be at the center of those efforts” ~ Secretary Arne Duncan (2010) [Emphasis added]

32. Curriculum and Instructional Alignment

33. Focus on the 4 Cs Communication

34. How the Connection Process Works

35. G-DIER Process

36. G-DIER and 4 Cs for Students Potentially at Risk • For children who are potentially at risk of underachieving, the G-DIER Process and 4 Cs need MORE • Strategy • Focus • Intention • For children who are significantly at risk of underachieving, the G-DIER Process and 4 Cs need EVEN MORE • Strategy • Focus • Intention

37. 4 Cs and G-DIER Impact Children with Disabilities Intensive Services TargetedInterventions UniversalInstruction

38. TTC Roll Out • Stakeholder Roll Out—Completed • OSEP Roll Out—Completed • Presentations at Project Directors and OSEP Leadership Conferences • Options for Dissemination • Website Development

39. Questions

40. Contact Information • For more information, please contact: • Maureen Hawes 612-624-1144 hawes001@umn.edu • Ann Bailey 612-624-1158 baile045@umn.edu